ArticleFrontiers in psychology2024
Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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7 citing papers in PubMed.
- Psychoemotional Profiles in Reading Comprehension Among Students with Typical Development, Learning Disabilities, and Developmental Language Disorder.Behavioral sciences (Basel, Switzerland) · 2026Article
- Article
- What Lies Behind Diagnostic Labels? High Intra-Individual Variability Is the True Cognitive Signature of University Students with Specific Learning Disorders.Brain sciences · 2026Article
- WAIS-IV Cognitive Profiles in Italian University Students with Dyslexia.Journal of Intelligence · 2025Article
- Associations Between Social Functioning and Indicators of University Student Engagement.European journal of investigation in health, psychology and education · 2025Article
- Exploring the Prevalence of Learning Disabilities in a Community Sample of Children Using the Greek Weschler Intelligence Scale for Children (WISC-V GR).International journal of environmental research and public health · 2025Article
- The Enduring Challenge of Literacy Issues in Adulthood: Investigating Spelling Deficits among Dyslexic Italian University Students.Brain sciences · 2024Article
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6 authors.
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Abstract
In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale - Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale - University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life.
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